Educating Exceptional Children, Twelfth Edition

550 Pages·2008·43.9 MB·English

by  Samuel Kirk

Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
A
s students, you are on a journey to gain the This information has been drawn from the Council for
knowledge and skills needed to work with chil- Exceptional Children (www.cec.sped.org), the largest pro-
dren who have exceptional learning needs, their fessional organization in special education. This information
families, and others who are concerned with their educa- is continued on the back inside cover of this book so that you
tion and wellbeing. As part of this journey, you are joining will have easy access to it as you move through the chapters.
a group of practitioners who have dedicated themselves to You will fi nd:
making the world a better place for individuals with excep- 1. description of CEC
tionalities. You are, in short, joining the profession of spe- 2. summary of how these standards have been used within
cial education. Like most professions, special education has this text and accompanying materials
defi ned a body of information, standards for the fi eld, that 3. CEC Code of Ethics
prepare practitioners for their work and has established a 4. list of primary standards for special educators
code of ethics. This information provides the foundation We welcome you to the world of special education where
for what each practitioner needs to know and how to carry working together we can make a difference in the lives of
out these duties. children with exceptionalities.
Council for Exceptional Children
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improv-
ing educational outcomes for individuals with exceptionalities, students with disabilities, and the gifted. CEC advo-
cates for appropriate governmental policies, sets professional standards, provides continual professional development,
advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain condi-
tions and resources necessary for effective professional practice.
How the CEC Standards Relate to This Text
As you read this text you will notice that the content and information directly relate to the standards. This is no accident!
In addition to the foundational information in Chapters 1 and 2, each subsequent chapter refl ects on historical roots;
looks carefully at the characteristics of children and their learning differences; examines the child’s overall development
(language, social, etc.); presents information on instructional planning and methods and strategies; addresses the assessment
needs of children; and discusses the role of collaboration and ethical practice. As an introductory text, we do not expect
that all of the knowledge and skills needed for a practicing special education teacher will be mastered with this one text and
course—but we do hope that a solid foundation will be built for future learning. In addition to using the standards as guide-
lines as we wrote the text, here are other ways that they are incorporated:
The test bank of questions provided with the text has been designed to look at the knowledge identifi ed for each
standard;
Activities that accompany each chapter are set up to facilitate the development of the skills needed within each standard;
Your professor may request a portfolio as part of your assessment (or you may choose to create one for your own
use). Suggestions have been given on how to show your accomplishments within the standards;
We have also developed a self-refl ections log based on the CEC Standards (see the student website) to help you
monitor your learning.
As you grow professionally you will continue to draw on the standards for the fi eld, expanding your knowledge and skills
and enhancing your ability to meet the needs of your students. We encourage you to connect with other professionals
who share your same commitment as a fi rst step in your journey toward professionalism.
Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
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Educating
Exceptional Children
TWELFTH EDITION
Samuel Kirk
Late of University of Arizona
James J. Gallagher
University of North Carolina at Chapel Hill
Mary Ruth Coleman
University of North Carolina at Chapel Hill
Nick Anastasiow
Emeritus, Hunter College, City University of New York
Houghton Miffl in Harcourt Publishing Company
Boston New York
Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
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Publisher: Suzanne Jeans
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Cover image: © Paul Eekhoff/Masterfi le
Part and chapter opener photographs: Part 1: © Frances Roberts/Alamy; Chapter 1:
© Purestock/Getty; Chapter 2: © Susie Fitzhugh; Part 2: © Richard Hutchings/PhotoEdit;
Chapter 3: © Dan McCoy/Rainbow; Chapter 4: © David Roth/Getty; Chapter 5: © Heide
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Works; Chapter 8: © Michael Macor/San Francisco Chronicle/Corbis; Chapter 9: © Bob
Daemmrich/PhotoEdit; Part 3: © Jim West/Alamy; Chapter 10: © Image Source/Corbis;
Chapter 11: © James Shaffer/PhotoEdit; Chapter 12: © Jeff Greenberg/Alamy.
Copyright © 2009 by Houghton Miffl in Harcourt Publishing Company. All rights reserved.
No part of this work may be reproduced or transmitted in any form or by any means,
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storage or retrieval system without the prior written permission of Houghton Miffl in
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lishing Company, 222 Berkeley Street, Boston, MA 02116-3764.
Printed in the U.S.A.
Library of Congress Control Number: 2008927930
ISBN-10: 0-547-12413-9
ISBN-13: 978-0-547-12413-1
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B C
RIEF ONTENTS
Preface xv
Introduction to RTI: Response to Intervention xxiii
PART ONE Introduction, History, and Social Forces in Special Education 1
1
Children with Exceptionalities 2
2
Exceptional Children and Social Institutions: Government, Schools,
and the Courts 35
PART TWO High-Incidence Exceptionalities 71
3
Early Intervention Supports and Services 72
4
Children with Learning Disabilities 107
5
Children with Intellectual and Developmental Disabilities 144
6
Children with Emotional and Behavior Disorders 183
7
Children with Communication, Language, and Speech Disorders 218
8
Children with Autism Spectrum Disorders 250
9
Children Who Have Gifts and Talents 285
PART THREE Low-Incidence Exceptionalities 321
10
Children Who Are Deaf or Hard of Hearing 322
11
Children with Visual Impairments 362
12
C hildren with Physical Disabilities, Health Impairments,
and Multiple Disabilities 403
Glossary G-1
References R-1
Author/Source Index I-1
Subject Index I-9
iii
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C
ONTENTS
PREFACE .............................................................................................................................xv
INTRODUCTION TO RTI: RESPONSE TO INTERVENTION ............................................xxiii
PART ONE
Introduction, History, and Social Forces in Special Education .......................................1
1
Children with Exceptionalities
2
A New Model for Special Education 4 Family-Professional Relationships 18
The Story of Max: A Historical Case Study 4 Emotional Development and the Family 19
The Child with Exceptionalities: An Overview 5 Families from Diverse Cultures 20
Categories of Exceptional Children 5 Family Empowerment 21
Early Identifi cation of Children with Family as Advocate 21
Exceptionalities 8 Siblings 22
■ VIDEO CASE 8 ■ EXCEPTIONAL LIVES, EXCEPTIONAL
STORIES 24
Intraindividual Differences 9
The Social Context of Children with
■ PROFILES OF THREE STUDENTS 10
Exceptionalities and Their Families 25
Causation of Exceptionalities 11
Alternative Families 25
The Interaction of Heredity and Environment 11
The Ecological Approach 26
Prevalence: How Many Children with
The Infl uence of Culture and Community 26
Exceptionalities Are There? 12
Developmental Factors 27
The Importance of Family 14
Assessment and Culture 29
The Family System 15
Disproportionate Number of Minorities in Special
Family Response to a Child with a Disability 16
Education 29
■ EXCEPTIONAL LIVES, EXCEPTIONAL STORIES 17 ● MORAL DILEMMA 31
2
Exceptional Children and Social Institutions:

Government, Schools, and the Courts
35
Societal Responses to Exceptional Children 37 The Exceptional Child and the School 43
The Role of Government 37 ■ VIDEO CASE 44
A Summary of Special Education Legislation 38 Finding the Child with Special
Public Law 88–164 38 Needs 45
Public Law 94–142 39 The Uses of Assessment 45
Public Law 99–457 40
Assessment 45
IDEA 2004 41
Section 504 of the Rehabilitation Act of 1973 ■ EXCEPTIONAL LIVES, EXCEPTIONAL STORIES 46
(PL 93–112) 41
Interindividual Differences 46
Americans with Disabilities Act of 1992 41
Organizing Special Planning to Meet
■ VIDEO CASE 42 Needs 49
Public Law 107-110: No Child Left Behind 42
Federal Actions for Students Who Are Gifted 43 ■ PROFILE OF A STUDENT 50
v
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vi Contents
■ Educational Responses to Planning for Proving That Special Planning Works 61
Children with Special Needs 53 Accountability and Standardized Tests 61
Building on Developmental Strengths 53 Cultural Differences and Assessment 62
Developing the Individualized Education RTI Model and Minority Students 62
Program 54
Adapting Technology 63
Transitions and IEPs 55
Assistive Technology 63
Adapting the Learning Environment 57
The Inclusion Movement 57
The Role of the Courts 65
Inclusion in Context 58
Rights of Children with Disabilities 65
Universal Design for Learning 59
Inclusion and Funding Issues 66
Social Relationships in the Inclusive
● MORAL DILEMMA 67
Classroom 59
PART TWO
High-Incidence Exceptionalities ....................................................................................71
3
Early Intervention Supports and Services
72
History of Early Intervention 73 ■ Educational Responses for Children
Why Is Early Intervention So Important? 75 Needing Early Intervention 92
■ PROFILES OF TWO STUDENTS 77 The Individualized Family Service
Plan 92
Defi ning Early Intervention 79
IDEA, Part C: Legal Requirements
Legislation on Early Intervention 79
of the IFSP 92
Prenatal and Neonatal Identifi cation of Special
Collaboration and the Multidisciplinary
Needs 81
Team 93
Prenatal Blood Screening Tests 81
Inclusion and Natural Learning
Sonography (Ultrasound) 81
Environments 95
Amniocentesis 82
Naturalistic Environments 97
Detecting Potential Problems Shortly
Importance of Learning Through
After Birth 83
Play 98
Child Find for Children Who Need Early
Quality of Early Child Care Services and
Intervention 84
Developmentally Appropriate Practice 98
Children with Developmental Delays 85
What Puts Children at Risk for Developmental Navigating Transitions in Early Childhood 101
Delays? 87 The Family-Centered Approach and Cultural
Genetic Disorders 88 Diversity 102
Events During Pregnancy and Birth 89 ■ VIDEO CASE 102
Environmental Risks 90 ● MORAL DILEMMA 103
■ EXCEPTIONAL LIVES, EXCEPTIONAL
STORIES 91
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Contents vii
4
Children with Learning Disabilities
107
A Brief Historical Overview of Learning The Information-Processing Model as a
Disabilities 108 System 125
Characteristics of Children with Learning ■ EXCEPTIONAL LIVES, EXCEPTIONAL STORIES 126
Disabilities 109
■ PROFILES OF TWO STUDENTS 109 ■ Educational Responses to Students with
Learning Disabilities 129
Defi ning Learning Disabilities 111
Adapting the Learning Environment 129
Learning Disabilities: The Paradigm Shift to
Tier I: The General Education Classroom 129
RTI 113
Tier II: Collaborative Interventions 130
Dyslexia 114
Tier III: Individualized Educational
Attention-Defi cit Hyperactivity Disorders 115
Services 132
Causes of Learning Disabilities 117
Strategies That Work to Support Students
Prevalence of Learning Disabilities 117
with Learning Disabilities 132
Information-Processing Model 119
Problems with Input 120 Family and Lifespan Issues 138
Problems with Processing or Thinking 121 Transitions and Lifespan Issues for Individuals with
Learning Disabilities 140
Problems with Output 123
■ VIDEO CASE 123 ● MORAL DILEMMA 140
Problems with Executive Functions 124
Emotional Context of Information Processing 124
5
Children with Intellectual and Developmental Disabilities
144
A Brief History of the Field 145 Characteristics of Children with Intellectual
Defi ning Intellectual and Developmental or Developmental Disabilities 155
Disabilities 146 Ability to Process Information 156
Identifi cation of Intellectual and Developmental Cognitive Processes 156
Disabilities 146 Ability to Acquire and Use Language 157
Intelligence 146 Ability to Acquire Emotional and Social
Adaptive Skills 147 Skills 157
Levels of Intellectual Disabilities 148 ■ VIDEO CASE 158
Levels of Support 149 Social Adaptation 158
Identifi cation of Children with IDD 158
A Special Population? 150
Social Signifi cance of Defi nition 150
■ Educational Responses to Students
Causes of IDD 151
with Intellectual and Developmental
Genetic Factors 151
Disabilities 160
Down Syndrome 151
RTI Model 160
Phenylketonuria 151
Fragile X Syndrome 152 Special Education Teachers 160
Toxic Agents 153
■ PROFILES OF TWO STUDENTS 160
Fetal Alcohol Syndrome 153
The Effects of Lead 154
Changing the Learning Environment 162
Infections 154
Inclusion in Context 162
Environmental Factors 154
Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
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